FINAL ELA Text-based Writing Rubrics, Grades 4 5: Opinion ...
[Pages:8]FINAL ELA Text-based Writing Rubrics, Grades 4?5: Opinion Florida Standards Assessments
Score
Grades 4-5
Opinion Text-based Writing Rubric (Score points within each domain include most of the characteristics below.)
Purpose, Focus, and Organization
Evidence and Elaboration
Conventions of Standard English
(4-point Rubric)
(4-point Rubric)
(2-point Rubric begins at score point 2)
4 The response is fully sustained and consistently
The response provides thorough and convincing
focused within the purpose, audience, and task;
support/evidence for the writer's opinion that includes
and it has a clearly stated opinion and effective
the effective use of sources, facts, and details. The
organizational structure creating coherence and
response includes most of the following:
completeness. The response includes most of the Relevant evidence integrated smoothly and
following:
thoroughly with references to sources
Strongly maintained opinion with little or no Effective use of a variety of elaborative techniques,
IDEAS ORGANIZATION VOICE WORD CHOICE SENTENCE FLUENCY CONVENTIONS
loosely related material
demonstrating understanding of the topic and text
Find color-coded writing and
Skillful use of a variety of transitional
Clear and effective expression of ideas, using precise language standards at
strategies to clarify the relationships between and among ideas Logical progression of ideas from beginning to end with a satisfying introduction and
language Academic and domain-specific vocabulary clearly
appropriate for the audience and purpose Varied sentence structure, demonstrating language
m/seeing-the-traits-within-thecommon-core-standards.html
conclusion
facility
3 The response is adequately sustained and generally The response provides adequate support/evidence for
focused within the purpose, audience, and task;
the writer's opinion that includes the use of sources,
and it has an opinion and evident organizational
facts, and details. The response includes most of the
structure with a sense of completeness. The
following:
response includes most of the following:
Generally integrated evidence from sources, though
A maintained opinion, though some loosely
references may be general, imprecise, or inconsistent
related material may be present
Adequate use of some elaborative techniques
Adequate use of transitional strategies with
Adequate expression of ideas, employing a mix of
some variety to clarify the relationships
precise and general language
between and among ideas
Domain-specific vocabulary generally appropriate for
Adequate progression of ideas from beginning
the audience and purpose
to end with a sufficient introduction and conclusion
Some variation in sentence structure
Continued on the following page
1
UPDATED OCTOBER 2014
FINAL ELA Text-based Writing Rubrics, Grades 4?5: Opinion Florida Standards Assessments
Score
Purpose, Focus, and Organization (4-point Rubric)
Evidence and Elaboration (4-point Rubric)
Conventions of Standard English (2-point Rubric)
2 The response is somewhat sustained within the
The response provides uneven, cursory support/evidence The response demonstrates an adequate command
purpose, audience, and task but may include loosely for the writer's opinion that includes ineffective use of
of basic conventions. The response may include the
related or extraneous material; and it may have an sources, facts, and details. The response may include the following:
opinion with an inconsistent organizational
following:
Some minor errors in usage but no patterns of
structure. The response may include the following: Weakly integrated evidence from sources and erratic
errors
Partially focused opinion but insufficiently
or irrelevant references
Adequate use of punctuation, capitalization,
sustained or unclear
Repetitive or ineffective use of elaborative
sentence formation, and spelling
Inconsistent use of transitional strategies with
techniques
little variety
Imprecise or simplistic expression of ideas
Uneven progression of ideas from beginning to Inappropriate or ineffective domain-specific
end and an inadequate introduction or
vocabulary
conclusion
Sentences possibly limited to simple constructions
1 The response is related to the topic but may
The response provides minimal support/evidence for the The response demonstrates a partial command of
demonstrate little or no awareness of the purpose, writer's opinion, including little if any use of sources,
basic conventions. The response may include the
audience, and task; and it may have no discernible facts, and details. The response may include the
following:
opinion and little or no discernible organizational following:
Various errors in usage
structure. The response may include the following: Minimal, absent, erroneous, or irrelevant evidence
Inconsistent use of correct punctuation,
Absent, confusing, or ambiguous opinion
from the source material
capitalization, sentence formation, and spelling
Frequent extraneous ideas impeding
Expression of ideas that is vague, unclear, or
understanding
confusing
Few or no transitional strategies
Limited or inappropriate language or domain-specific
Too brief to demonstrate knowledge of focus
vocabulary
or organization
Sentences limited to simple constructions
0
The response demonstrates a lack of command of
conventions, with frequent and severe errors often
obscuring meaning.
2
UPDATED OCTOBER 2014
FINAL ELA Text-based Writing Rubrics, Grades 4?5: Informative/Explanatory Florida Standards Assessments
Score
Grades 4?5
Informative/Explanatory Text-based Writing Rubric
(Score points within each domain include most of the characteristics below.)
Purpose, Focus, and Organization (4-point Rubric)
Evidence and Elaboration (4-point Rubric)
Conventions of Standard English (2-point Rubric begins at score point 2)
4 3 1
The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clearly stated controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following: Strongly maintained controlling idea with little
The response provides thorough and convincing support/evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following: Relevant evidence integrated smoothly and
thoroughly with references to sources Effective use of a variety of elaborative techniques
IDEAS ORGANIZATION VOICE WORD CHOICE SENTENCE FLUENCY CONVENTIONS
or no loosely related material
(including but not limited to definitions, quotations, Find color-coded writing and
Skillful use of a variety of transitional
and examples), demonstrating an understanding of language standards at
strategies to clarify the relationships between and among ideas Logical progression of ideas from beginning to end, including a satisfying introduction and
the topic and text Clear and effective expression of ideas, using precise
language Academic and domain-specific vocabulary clearly
m/seeing-the-traits-within-thecommon-core-standards.html
conclusion
appropriate for the audience and purpose
Varied sentence structure, demonstrating language
facility
The response is adequately sustained and generally The response provides adequate support/evidence for
focused within the purpose, audience, and task;
the controlling idea or main idea that includes the use of
and it has a controlling idea and evident
sources, facts, and details. The response includes most of
organizational structure with a sense of
the following:
completeness. The response includes most of the Generally integrated evidence from sources, though
following:
references may be general, imprecise, or inconsistent
Maintained controlling idea, though some
Adequate use of some elaborative techniques
loosely related material may be present
Adequate expression of ideas, employing a mix of
Adequate use of transitional strategies with
precise and general language
some variety to clarify the relationships
Domain-specific vocabulary generally appropriate for
between and among ideas
the audience and purpose
Adequate progression of ideas from beginning Some variation in sentence structure
to end, including a sufficient introduction and
conclusion
Continued on the following page UPDATED OCTOBER 2014
FINAL ELA Text-based Writing Rubrics, Grades 4?5: Informative/Explanatory Florida Standards Assessments
Score
Purpose, Focus, and Organization (4-point Rubric)
Evidence and Elaboration (4-point Rubric)
Conventions of Standard English (2-point Rubric)
2 The response is somewhat sustained within the
The response provides uneven, cursory support/evidence The response demonstrates an adequate command
purpose, audience, and task but may include
for the controlling idea or main idea that includes
of basic conventions. The response may include the
loosely related or extraneous material; and it may ineffective use of sources, facts, and details. The response following:
have a controlling idea with an inconsistent
includes most of the following:
Some minor errors in usage, but no patterns of
organizational structure. The response may include Weakly integrated evidence from sources and
errors
the following:
erratic or irrelevant references
Adequate use of punctuation, capitalization,
Partially focused controlling idea, but
Repetitive or ineffective use of elaborative
sentence formation, and spelling
insufficiently sustained or unclear
techniques
Inconsistent use of transitional strategies with Imprecise or simplistic expression of ideas
little variety
Inappropriate or ineffective domain-specific
Uneven progression of ideas from beginning to
vocabulary
end and may include an inadequate
Sentences possibly limited to simple constructions
introduction or conclusion
1 The response is related to the topic but may
The response provides minimal support/evidence for the The response demonstrates a partial command of
demonstrate little or no awareness of the purpose, controlling idea or main idea, including little if any use of basic conventions. The response may include the
audience, and task; and it may have little or no
sources, facts, and details. The response includes most of following:
discernible controlling idea or organizational
the following:
Various errors in usage
structure. The response may include the following: Minimal, absent, erroneous, or irrelevant evidence
Inconsistent use of correct punctuation,
Confusing or ambiguous ideas
from the source material
capitalization, sentence formation, and spelling
Frequent extraneous ideas impeding
Expression of ideas that is vague, lacks clarity, or is
understanding
confusing
Few or no transitional strategies
Limited or inappropriate language or domain-specific
Too brief to demonstrate knowledge of focus
vocabulary
or organization
Sentences limited to simple constructions
0
The response demonstrates a lack of command of
conventions, with frequent and severe errors often
obscuring meaning.
2
UPDATED OCTOBER 2014
FINAL ELA Text-based Writing Rubrics, Grades 6?11: Argumentation Florida Standards Assessments
Score
4
3
Grades 6?11
Argumentation Text-based Writing Rubric
(Score points within each domain include most of the characteristics below.)
Purpose, Focus, and Organization
Evidence and Elaboration
Conventions of Standard English
(4-point Rubric)
(4-point Rubric)
(2-point Rubric begins at score
point 2)
The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear claim and effective organizational structure creating coherence and completeness. The response includes most of the following: Strongly maintained claim with little or no loosely related
material Clearly addressed alternate or opposing claims* Skillful use of a variety of transitional strategies to clarify the
relationships between and among ideas Logical progression of ideas from beginning to end with a
satisfying introduction and conclusion Appropriate style and tone established and maintained
The response provides thorough, convincing, and credible support, citing evidence for the writer's claim that includes the effective use of sources, facts, and details. The response includes most of the following: Smoothly integrated, thorough, and relevant
evidence, including precise references to sources Effective use of a variety of elaborative
techniques to support the claim, demonstrating an understanding of the topic and text Clear and effective expression of ideas, using precise language Academic and domain-specific vocabulary clearly appropriate for the audience and purpose
IDEAS ORGANIZATION VOICE WORD CHOICE SENTENCE FLUENCY CONVENTIONS Find color-coded writing and language standards at m/seeing-the-traits-within-thecommon-core-standards.html
Varied sentence structure, demonstrating
language facility
The response is adequately sustained and generally focused within The response provides adequate support, citing
the purpose, audience, and task; and it has a clear claim and
evidence for the writer's claim that includes the use of
evident organizational structure with a sense of completeness. The sources, facts, and details. The response includes most
response includes most of the following:
of the following:
Maintained claim, though some loosely related material may
Generally integrated and relevant evidence from
be present
sources, though references may be general or
Alternate or opposing claims included but may not be
imprecise
completely addressed*
Adequate use of some elaborative techniques
Adequate use of a variety of transitional strategies to
Adequate expression of ideas, employing a mix of
clarify the relationships between and among ideas
precise and general language
Adequate progression of ideas from beginning to end with a sufficient introduction and conclusion
Domain-specific vocabulary generally appropriate for the audience and purpose
Appropriate style and tone established
Some variation in sentence structure
Continued on the following page
1
UPDATED OCTOBER 2014
FINAL ELA Text-based Writing Rubrics, Grades 6?11: Argumentation Florida Standards Assessments
Score
Purpose, Focus, and Organization (4-point Rubric)
Evidence and Elaboration (4-point Rubric)
Conventions of Standard English (2-point Rubric)
2 The response is somewhat sustained within the purpose, audience, The response provides uneven, cursory
The response demonstrates an
and task but may include loosely related or extraneous material;
support/evidence for the writer's claim that includes adequate command of basic
and it may have a claim with an inconsistent organizational
partial use of sources, facts, and details. The response conventions. The response may include
structure. The response may include the following:
may include the following:
the following:
Focused claim but insufficiently sustained or unclear
Weakly integrated evidence from sources;
Some minor errors in usage but no
Insufficiently addressed alternate or opposing claims*
erratic or irrelevant references or citations
patterns of errors
Inconsistent use of transitional strategies with little variety
Repetitive or ineffective use of elaborative
Adequate use of punctuation,
Uneven progression of ideas from beginning to end with an
techniques
capitalization, sentence formation,
inadequate introduction or conclusion
Imprecise or simplistic expression of ideas
and spelling
Some use of inappropriate domain-specific
vocabulary
Most sentences limited to simple constructions
1 The response is related to the topic but may demonstrate little or
The response provides minimal support/evidence for The response demonstrates a partial
no awareness of the purpose, audience, and task; and it may have the writer's claim, including little if any use of sources, command of basic conventions. The
no discernible claim and little or no discernible organizational
facts, and details. The response may include the
response may include the following:
structure. The response may include the following:
following:
Various errors in usage
Absent, confusing, or ambiguous claim
Minimal, absent, erroneous, or irrelevant
Inconsistent use of correct
Missing alternate or opposing claims*
evidence or citations from the source material
punctuation, capitalization,
Few or no transitional strategies
Expression of ideas that is vague, unclear, or
sentence formation, and spelling
Frequent extraneous ideas that impede understanding
confusing
Too brief to demonstrate knowledge of focus or organization Limited and often inappropriate language or
domain-specific vocabulary
Sentences limited to simple constructions
0
The response demonstrates a lack of
command of conventions, with
frequent and severe errors often
obscuring meaning.
*Not applicable at grade 6
2
UPDATED OCTOBER 2014
FINAL ELA Text-based Writing Rubrics, Grades 6?11: Informative/Explanatory Florida Standards Assessments
Score
Grades 6-11
Informative/Explanatory Text-based Writing Rubric (Score points within each domain include most of the characteristics below.)
Purpose, Focus, and Organization
Evidence and Elaboration
Conventions of Standard English
(4-point Rubric)
(4-point Rubric)
(2-point Rubric begins at score point 2)
4 The response is fully sustained and consistently
The response provides thorough and convincing support, IDEAS
focused within the purpose, audience, and task; and citing evidence for the controlling idea or main idea that
ORGANIZATION
it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following:
includes the effective use of sources, facts, and details. The response includes most of the following: Smoothly integrated, thorough, and relevant evidence,
including precise references to sources
VOICE WORD CHOICE SENTENCE FLUENCY
Strongly maintained controlling idea with little or Effective use of a variety of elaborative techniques CONVENTIONS
no loosely related material
(including but not limited to definitions, quotations, Find color-coded writing and
Skillful use of a variety of transitional strategies
and examples), demonstrating an understanding of language standards at
to clarify the relationships between and among
the topic and text
ideas
Clear and effective expression of ideas, using precise
Logical progression of ideas from beginning to language
end with a satisfying introduction and conclusion Academic and domain-specific vocabulary clearly
m/seeing-the-traits-within-thecommon-core-standards.html
Appropriate style and objective tone established
appropriate for the audience and purpose
and maintained
Varied sentence structure, demonstrating language
facility
3 The response is adequately sustained and generally The response provides adequate support, citing evidence
focused within the purpose, audience, and task; and for the controlling idea or main idea that includes the use
it has a clear controlling idea and evident
of sources, facts, and details. The response includes most
organizational structure with a sense of
of the following:
completeness. The response includes most of the
Generally integrated and relevant evidence from
following:
sources, though references may be general or
Maintained controlling idea, though some
imprecise
loosely related material may be present
Adequate use of some elaborative techniques
Adequate use of a variety of transitional
Adequate expression of ideas, employing a mix of
strategies to clarify the relationships between
precise and general language
and among ideas
Domain-specific vocabulary generally appropriate for
Adequate progression of ideas from beginning to
the audience and purpose
end with a sufficient introduction and conclusion Some variation in sentence structure
Appropriate style and objective tone established
Continued on the following page
1
UPDATED OCTOBER 2014
FINAL ELA Text-based Writing Rubrics, Grades 6?11: Informative/Explanatory Florida Standards Assessments
Score
Purpose, Focus, and Organization (4-point Rubric)
Evidence and Elaboration (4-point Rubric)
Conventions of Standard English (2-point Rubric)
2 The response is somewhat sustained within the
The response provides uneven, cursory support/evidence The response demonstrates an adequate command
purpose, audience, and task but may include
for the controlling idea or main idea that includes partial of basic conventions. The response may include the
loosely related or extraneous material; and it may use of sources, facts, and details. The response may
following:
have a controlling idea with an inconsistent
include the following:
Some minor errors in usage but no patterns of
organizational structure. The response may include Weakly integrated evidence from sources; erratic or
errors
the following:
irrelevant references or citations
Adequate use of punctuation, capitalization,
Focused controlling idea but insufficiently
Repetitive or ineffective use of elaborative
sentence formation, and spelling
sustained or unclear
techniques
Inconsistent use of transitional strategies with Imprecise or simplistic expression of ideas
little variety
Some use of inappropriate domain-specific
Uneven progression of ideas from beginning to
vocabulary
end with an inadequate introduction or
Most sentences limited to simple constructions
conclusion
1 The response is related to the topic but may
The response provides minimal support/evidence for the The response demonstrates a partial command of
demonstrate little or no awareness of the purpose, controlling idea or main idea, including little if any use of basic conventions. The response may include the
audience, and task; and it may have little or no
sources, facts, and details. The response may include the following:
controlling idea or discernible organizational
following:
Various errors in usage
structure. The response may include the following: Minimal, absent, erroneous, or irrelevant evidence or Inconsistent use of correct punctuation,
Confusing or ambiguous ideas
citations from the source material
capitalization, sentence formation, and spelling
Few or no transitional strategies
Expression of ideas that is vague, unclear, or
Frequent extraneous ideas that impede
confusing
understanding
Limited and often inappropriate language or domain-
Too brief to demonstrate knowledge of focus
specific vocabulary
or organization
Sentences limited to simple constructions
0
The response demonstrates a lack of command of
conventions, with frequent and severe errors often
obscuring meaning.
2
UPDATED OCTOBER 2014
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